The Mediating Role of Psychosocial Factors in Academic Performance in Higher Education: Characterization Based on the Adaptation of Teaching Due to COVID-19

(1) Background: The current study aimed to examine the mediating role of psychosocial factors in academic performance in higher education based on the adaptation of teaching due to COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and ex post-facto, using...

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Bibliographic Details
Published in:Education sciences 2023-11, Vol.13 (11), p.1105
Main Authors: Gamarra-Vengoechea, María Alejandra, Chacón-Cuberos, Ramón, Pérez-Mármol, Mariana, Castro-Sánchez, Manuel
Format: Article
Language:English
Subjects:
Academic achievement
academic performance
academic success
Adaptability
College Students
Computer industry
Confidence intervals
COVID-19
Distance learning
Education, Higher
Educational Change
Emotional intelligence
Emotions
Higher education
Hypotheses
International economic relations
Learning Processes
Medical research
Mental health
Motivation
Pandemics
Pedagogy
Psychological aspects
psychosocial factors
Questionnaires
Self esteem
Study and teaching
Teaching
Teaching Methods
University students
well-being
Young adults
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Summary:(1) Background: The current study aimed to examine the mediating role of psychosocial factors in academic performance in higher education based on the adaptation of teaching due to COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and ex post-facto, using a structural equation model in a sample of 824 university students from Granada. For data collection, the AF-5 questionnaire was used for self-concept; EME-E for motivation, REIS for emotional intelligence, and CD-RISC for resilience, in addition to a specific questionnaire for sociodemographic and academic data. (3) Results: The findings show that (a) academic performance was positively related to personal competence and inversely related to self-confidence, with a higher regression weight in students who did not experience adaptations; that (b) there is a positive relationship between intrinsic motivation and academic performance; that (c) personal competence helped to decrease demotivation in students; and that (d) a positive self-concept acts as a protective factor against demotivation. (4) Conclusions: Therefore, the relevance of educational institutions in the holistic development of young adults is highlighted, ensuring not only academic success but also the emotional and personal well-being of students in a constantly changing world.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13111105